Healthy Behavioral Practices: Staff Training & Maintenance becomes clinically important the moment a team has to turn good intentions into reliable action inside case conceptualization, intervention design, staff training, and literature-informed problem solving. In Staff Training & Maintenance, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via Missouri Association for Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Decades of research on training staff to provide active treatment (e.g., Parsons et al., 2004) has suggested (a) its importance for decreasing problem behavior and increasing appropriate behavior and (b) the efficacy of behavioral skills training (BST; Parsons et al., 2012) and on-the-job feedback (Van OOrsouw et al., 2009). Recently, discussion papers (e.g., Ala'i-Rosales et al., 2018) and a few research studies (e.g., St. Peter & Marsteller, 2017) have suggested the potential utility of using FBA and function-based interventions to derive Tier 1 approaches for problem behavior. This presentation will discuss an approach based on common functions of problem behavior and effective function-based interventions, which include four healthy behavioral practices (i.e., delivering positive interactions, using effective instructions, prompting activity engagement, and basics for responding to problem behavior). Furthermore, research on training staff to implement the practices using BST and on-the-job feedback will be described. In addition, research on determining barriers to implementation of the practices using the Performance Diagnostic Checklist-Human Services (PDC-HS; Carr et al., 2013) and a relevant intervention package to increase maintenance and generalization of staff implementation of healthy behavioral practices will be reviewed. Finally, implications regarding research outcomes and areas for future research will be discussed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
Dr. Claudia Dozier is a Professor and Chair of the Department of Applied Behavioral Science at the University of Kansas and a Board Certified Behavior Analyst. Dr. Dozier’s areas of research include assessment, treatment, and prevention of behavior disorders, as well schedules of reinforcement, and preference for and reinforcer efficacy of social interaction. Dr. Dozier has served as faculty supervisor and Co-Director of the Edna A. Hill Child Development Center at the University of Kansas. In addition, she and her graduate students provide consultation services to a large residential program serving adults with intellectual and developmental disabilities. In conjunction with this program, they conduct community-engaged research to address important challenges and barriers in service provision for this population. Dr. Dozier has served as an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of several other behavioral journals. In 2020, Dr. Dozier received the Steeples Service to Kansans Award for her service to the people of Kansas as a purposeful extension of her teaching and research. Furthermore, she was recently inducted as an ABAI Fellow in recognition of outstanding contributions in her scholarly activity.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.